UDC 378
UDC 004
The article presents an empirical model of the architecture of digital competencies of scientific and pedagogical workers of the agrarian university. Based on a brief theoretical review of foreign and domestic literature, a refinement of modern research trends in the field of designing the structure of digital competencies of higher education workers was carried out. Elements of the theoretical model of digital competencies of scientific and pedagogical workers of higher education received an assessment of their significance in the course of an expert survey of the professional community of the agricultural university. The empirical database was processed in SPSS Statistics (version 23) and the results are presented in a factor analysis performed by Rotation Method: Varimax with Kaiser Normalization. The architecture of digital competencies is represented by structural components: possession of the technological component of digital processes in educational activities; positioning of the teacher and the subject area in the digital space that is accessible and understandable for the interested audience, ensuring effective interaction in the “mentor-student” system; comprehensive provision of digital security of educational activities. Conclusions regarding the development of digital competencies of teachers are important for improving professional development programs and increasing student satisfaction with the quality of the educational process.
digital competencies, scientific and pedagogical workers, agricultural education, structural model of digital competencies
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